Lets Cheers to This by Sleeping with Sirens free essay sample

Sleeping with sirens is an American post-hard core band. They’re very talented and their songs are relatable. They aren’t just like other singers in their genre, they have an iconic sort of sound. They have two albums: With Ears to See and Eyes to Hear Let’s Cheers to This and If You Were A Movie This Would Be Your Soundtrack. Their best album is Let’s Cheers to This because it has some of their most popular songs on it such as: If you Can’t Hang, Do it Now Remember it late, and A Trophy Fathers Trophy Son. These featured songs are all about experiences of the lead singer Kellin Quinn. The other guys in the band are Justin Hills who plays bass guitar, Jesse Lawson who plays rhythm guitar and sings back-up vocals, Gabe Barham who plays drums, and Jack Fowler who plays lead guitar. When I first listened to Sleeping with Sirens, I wasn’t too sure if I liked them. We will write a custom essay sample on Lets Cheers to This by Sleeping with Sirens or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They’re very hard rock, but I liked how inspiring they were, and I liked Kellin’s voice. The more I listened to them, the more I liked them. I enjoyed how their songs had so much meaning. I also liked how the songs were about experiences of Kellin Quinn. Sleeping with Sirens’ music means a lot to me. I think more people should give them a chance. I’ve heard people say,† Ew no! I’m not listening to them they look weird!† But for me, I don’t think I could ever get tired of their music. I think everyone should give them another listen and not judge them by how they look, and maybe they will experience new great music.

Two Great Men, One Common Goal essays

Two Great Men, One Common Goal essays How can a man be satisfied to entertain an opinion merely, and enjoy it (Thoreau 152)? North and South as well as different eras are united in Martin Luther King Jr. and Henry David Thoreaus pursuit of individual justice. They do not sit idly by as a moderate with an opinion, but demonstrate their disdain over the lack of government detachment over personal freedoms. Thoreau published an essay entitled Civil Disobedience in which King took his roots, but transformed his actions into a non-violent approach governed by the word of God. Henry David Thoreau resided in New England where we was a prominent member of the Transcendentalist movement in which Ralph Waldo Emerson was also involved. Thoreau took action and stood up for his beliefs in the lack of necessity concerning a war with Mexico. For his actions he spent a night in jail. Shortly thereafter he published his writing Civil Disobedience. Thoreau preaches to act out against the government when its treatment of its citizens is compromised or unjust. Hence Thoreau was opposed to slavery and would not allow slaves to return back to the South into the shackles their masters placed them in. In Selma, Alabama Martin Luther King Jr. stood up for what he believed in by practicing a non-violent approach to Thoreaus novel idea of civil disobedience. King was raised in the South where religion is the key factor in ones life. He based his life off the teachings of Southern Baptism, Gods word is the highest. Man should not obey the Constitution in whole, but live by the words and teachings of their Lord and Savior. His actions were part of the Civil Rights Movement in which he was one of the most prominent participants. Great minds may think alike, yet one can always improve on their others ideas. Thoreau is governed by his own moral convictions whereas King is rooted in his religio ...

Little Picture Questions in ACT Reading Find the Detail

Little Picture Questions in ACT Reading Find the Detail SAT / ACT Prep Online Guides and Tips Little picture questions account for a huge amount of the questions on ACT Reading. Of the 4 publicly available ACTs I surveyed, between 25% and 50% of ALL Reading questions were little picture questions. So what does this mean for you and your ACT test prep? It means that it is well worth your time to make sure you can consistently answer little picture questions accurately and in a reasonable amount of time (what "reasonable" is will depend on the score you're aiming for). In this article, I’ll provide examples of the different ways ACT Reading will ask you to use little picture skills and explain the strategies you can use to help with these questions. I'll end with a walkthrough of a sample question as well as practice questions for you try out on your own. First, however, I’ll explain what exactly I mean by â€Å"little picture† questions tiny books by kelly taylor, used under CC BY-SA 2.0/Cropped from original. What Are Little Picture Questions? Little picture questions are questions that ask you to find specific details from a passage. It's not like when my class was reading Great Gatsby in school, and I cared approximately ZERO about the different colors of Daisy’s dress and the green light and all that stuff that we had quizzes on â€Å"to make sure we did the reading.† The ACT asks you about details that are vital to understanding the passage (even though you don’t necessarily have to read the whole passage to find these details). For example, you might be asked what the milky blue that appears around the edges of older dogs’ eyes signifies (cataracts), but you will not be asked what color it is, all on its own. Out of the list of skills ACT lists you as needing to have (more on this here), little picture questions require you to... locate details within a passage and interpret them (although for little picture questions, the only interpretation you have to do is some paraphrasing) interpret sequence of events and flow of ideas (although again, for little picture questions, it's mostly just sequence of events, rather than flow of ideas) make comparisons understand cause-effect relationships Because little picture questions use so many of the skills the ACT sets out to test with its Reading section, if you can master little picture questions, you’re well on your way to mastering many of the other question types as well. I’ve divided up little picture questions into two levels. Level one questions only involve going back to the passage in order to identify the correct detail/fact. Level two questions, on the other hand, require you to gather multiple details/facts and then take that information a step further. Level One: Detail Hunting Questions on this level are the most basic the ACT gets: you basically have to go search out the information that answers the question. These questions can be further subdivided into two categories. 1. Find The Information In A Specific Place For these questions, you're given a line number and asked to find the detail to answer the question. Depending on how complicated the passage is, some vocabulary knowledge may prove necessary (more about vocab-in-context here); if there is a word you don't know, however, context clues can often be helpful. Here are a few of examples of the ways these sorts of questions might be phrased (all taken from official ACT practice tests): "Lines 42-44 indicate that another composer took over Mozart’s work in order to:" "Information in the second paragraph (lines 37-42) establishes that a change of one semitone translates into a frequency difference of..." "Information in lines 33-42 reveals that the public’s response to the conductor’s errors in the performance was to..." "The author indicates that the common factor in the events and periods listed in lines 50-54 is that they" "By his statement in lines 41-45, the author most nearly means that during the Classic period:" 2. Find The Information In An Unspecified Place For these level one questions, the information needed to answer them is somewhere in the passage. Sometimes the location is narrowed down to a few paragraphs or general areas like â€Å"the end of the passage,† but on occasion even that information is not given. Because these questions require you to do more searching than questions for which you are given specific location information, "Find the information in an unspecified place" questions are often relatively simple. You may need to do a little paraphrasing from text to answer choices, or you may be looking for the exact same words in the text. How can you be sure that questions asking you about information in a non-specific place are little picture questions, not inference or big picture questions? Because of the way the questions are phrased. Inference or big picture questions will have the phrases "It can be inferred from the passage" or "The passage suggests," whereas little picture questions will be more direct. See below for some examples of how little picture questions have been phrased on past ACT Reading sections. "According to the narrator, which of the following organizations is relatively new to her hometown?" "According to the passage, one of the woman’s worries about her present situation is that she..." "According to the passage, news reports attribute the flugelhorn player’s knees buckling to..." "The passage states that Leonard Bernstein believed the relationship between an orchestra and their section leaders should be:" "Which of the following statements about the galant style is best supported by the passage?" Rather than "It can be inferred from the passage," little picture detail questions will include phrases like "According to the passage" or "The passage states." You're not being asked to make assumptions based on the text - you're being asked to look for answers that are directly in the text. Level One Strategies I almost always do these level one little picture questions first when I start working on a passage. For me, hunting for the details gets me acquainted with the passage without having to read (and are easy points!). How you go about it, however, will depend on your reading strategy and, above all, on what works best for YOU. 1. Start by figuring out what the key information the ACT is looking for in the question. Take the following sample question. â€Å"The passage indicates that at the time Frank and Sigwarth presented new evidence supporting the small-comet theory, Frank most nearly felt...† The key information in this question: the names Sigwarth, Frank; â€Å"new evidence† or synonyms of that phrase; the phrase â€Å"small comet theory.† 2. Next, figure out where in the passage that information is (if you aren’t told outright) and read the relevant section slowly. You can try to quickly answer the question in your own words as well, even though the answer choices are sometimes taken word-for-word from the text. Putting the answers in your own words helps prevent you from falling into â€Å"I recognized the general phrasing so I’ll just choose it† trap (when in fact the ACT has sneakily reversed the meaning on you). 3a. If you tend to read the passage thoroughly first, I would recommend answering big picture questions before moving on to little picture questions. That way, you can answer questions about the whole passage before getting lost in the details. 3b. If you read the questions first, and don't think it will disorient you and make it harder for you to answer other types of questions, absolutely start with these questions and knock ‘em out of the way. World's best batsman and his mommy by joiseyshowaa, used under CC BY-SA/Cropped from original. Knock those questions out of the way like you are a small child playing cricket, and those questions are the ball. Look, it's...it's not a PERFECT analogy. Let's go back to the previous sample question for a moment. â€Å"The passage indicates that at the time Frank and Sigwarth presented new evidence supporting the small-comet theory, Frank most nearly felt...† To answer this question, you can scan the article for the words â€Å"Sigwarth† and â€Å"new comet theory† (either mentally or with your finger on the paper as you read, whichever is more effective for you). There's no need to read the entire article first. 3c. If you skim the passage, then answer questions, it could go either way. Skimming a passage can help you form a mental map of where certain details are more likely to show up, making it easier to answer detail questions; on the other hand, it can also give you enough info to get the big picture questions out of the way (just as if you'd read the passage all the way through). You'll need to experiment to figure out which way works best for you. Level Two: Using knowledge of multiple details, answer the question These questions will ask you to find multiple details across a passage or within a specified series of lines, then compare these details in one of two ways. 1. â€Å"EXCEPT† and â€Å"NOT† questions These types of little picture questions ask you to find the thing that is NOT true/NOT specifically described in the passage. They will typically appear at least once a test. Some examples (modified from ACTual ACT questions): "According to the passage, Aaron Copland believed that â€Å"American music† should include all of the following EXCEPT" "The author cites all of the following as causes of the unified musical style during the Classic period EXCEPT" "Which of the following is NOT listed in the passage as an element of the Classic period?" 2. Ordering or List questions These (relatively rare) questions ask you to choose the answer choice that lists a series of details in a particular order, or that match a particular criteria. The skill set you need to answer these types of questions is similar to that needed for "EXCEPT" and "NOT" questions; the main difference is that ordering and list questions are actually a little easier, because their answer choices tend to be more lengthy, and you only need to know that part of an answer choice is incorrect to be able to eliminate the whole thing. Here are a few examples of how ordering or list questions might be worded (all questions modified from real ACT questions): "According to the passage, which of the following cities is the last one Armstrong is said to have lived in?" "Which of the following most fully lists solutions considered by the author to the problem that the list of beloved women conductors is not nearly as long as the list of beloved men conductors?" "According to the frequency data presented in the passage, the audible ranges, from largest to smallest, of the following instruments is..." Level Two Strategies 1. Just like the strategies for answering level one little picture questions, the strategies for answering level two little picture questions involve finding the key words in the question, finding where the information is in the text, and reading the question carefully. 2. The process of elimination is also hugely helpful with these questions – if the text directly contradicts an answer choice, you can cross it out with no worries. 3. In general, I find it helpful to answer level two questions after you’ve already answered level one little picture questions or big picture/inference questions. Why? Because sometimes you end up covering the same ground as earlier questions with these level two questions. Here's an example of this: The sentence below is excerpted from an official ACT practice test and includes line 76-beginning of line 80. "Consider, for instance, the food crises that engulfed Europe during the Little Ice Age – the great hunger of 1315 to 1319, the food dearths of 1741, and 1816, â€Å"the year without a summer† – to mention only a few." The first question is level one (you’re given lines and asked to paraphrase), while the second is level two (an "EXCEPT" question). If you’ve already answered the first question, you’ve been focusing on the part of the passage that will help you with the information you need to answer the second question, which will then make that question easier to answer. Of course, these sorts of companion questions are not always right next to each other/in order, so don’t assume that answering questions in order will help. If you don’t remember exactly where you read the relevant information, however, you can always refer back to the first question, which may (as it does in this case) give a specific line number. 4a. If you read the passage thoroughly first, you might find it easier to start with these level TWO detail questions. Your memory will be fresh, so it will be easier to confirm that the â€Å"except† or â€Å"not† answer did not appear in the passage, or in what order events occurred. Once you've got those out of the way, you can move on to level one detail questions. 4b. If you read the questions first, then look at the passage, I’d suggest doing level ONE little picture questions first. As I said above, this can give you a better picture (har har) of the way the passage is laid out. Once you have a mental map of the passage's structure, you'll have a better idea of where to look for the details mentioned in the answer choices (whether you need to put them in order of occurrence or figure out which answer choice is NOT present in the text). 4c. If you skim first, then answer questions, it can go either way. The mental map you create as you skim the passage might help with confirming some details to be true/knowing where to look for the details...but it also might get you bogged down in detail too quickly and make it harder to answer big picture questions. 5. Ultimately, you need to do some trial and error on your own to figure out which way of reading the passage is most effective for you, and which questions you should answer first. This includes completing full ACT Reading sections as well as full length practice ACTs. The strategy you get the most points with is the one to go with. Little Picture Questions: A Walkthrough To finish, I wanted to do a brief walkthrough of my thought process (in italics) for answering a question from an official ACT practice test. Question: In the last paragraph, a comparison is made between â€Å"diminished excellence† and â€Å"flawed competence.† From the narrator’s point of view, the conditions are different because the one is: a source of sorrow while the other is a source of pride. based in the family while the other is based in the self. inherent in the environment while the other is inherent in the individual. a sign that the individual can improve the world while the other is a sign that the individual can’t. Key words in this question: â€Å"diminished excellence† and â€Å"flawed competence.† And â€Å"difference† (since I need to figure out how they’re different). I’ll search for those in the last paragraph of the passage. Okay, time to go to the last paragraph. "The whole time I work I wait to see where the screw-up is going to come. I imagine what my colleagues will be saying about me in the hallways. Did you know that Bryant built his shelves so they tilt? Did you know that Bryant’s books rejected the color he painted his shelves? But the screw-up doesn’t appear. I paint the shelves red, and they look O.K. (Granddaddy Bryant once painted yellow a whole row of company houses he built.) I paint a chair blue and red, and it’s a little silly-looking, but it picks up the blue of the carpet and the red of the shelves. The vision isn’t nearly as impressive as I thought it would be, but then what vision ever is? We plan-makers are accustomed to things turning out not-quite-as-good-as-we-had- in-mind. Our world view includes the â€Å"diminished excellence† component. Diminished excellence is a condition of the world and therefore never an occasion for sorrow, whereas flawed competence comes out of character and therefore is frequently the reason for the bowed head, the furrowed brow. Three months later, when I try to turn the heat off in my office, I discover that I have placed one of the shelf uprights too close to the radiator to be able to work the valve. The screw-up was there all along, but in this case I am relieved to find it. I am my grandfather’s grandson after all." So I see the phrase â€Å"diminished excellence† twice and â€Å"flawed competence† once nearby†¦I’ll read that section closely. "Our world view includes the â€Å"diminished excellence† component. Diminished excellence is a condition of the world and therefore never an occasion for sorrow, whereas flawed competence comes out of character and therefore is frequently the reason for the bowed head, the furrowed brow." How are they different? Well, for starters, â€Å"diminished excellence† is external (a condition of the world) and so you shouldn’t be sad, while â€Å"flawed competence† is something different (uses the word â€Å"whereas† to indicate a contrast) that makes you sad (bowed head, furrowed brow). What are the answers again? a source of sorrow while the other is a source of pride. One is a source of sadness, but there’s a difference between â€Å"never an occasion for sorrow† and pride, so probably not based in the family while the other is based in the self. Says nothing about family – it’s either based in â€Å"world† or â€Å"character,† neither of which is â€Å"family† in this context. So eliminate. inherent in the environment while the other is inherent in the individual. That sounds like it could be right – based in the world = inherent in environment, contrast to that = based in character = inherent in the individual a sign that the individual can improve the world while the other is a sign that the individual can’t. There’s stuff about the world but nothing about improving it, so no. Best answer is H. Review: It certainly helped that I knew the definition of inherent, but it was not critical; even if I couldn’t positively identify H as correct, I would have been able to show that F, G, and J were incorrect, which would have left me with H in any case. And now†¦it's your turn! Little Picture Practice Questions Just in case you hadn’t gotten enough of little picture questions, I’ve compiled a couple of different passages with some questions to answer. The answer key is up here, so you can scroll back up after you’ve finished the questions to check your answers. 1. J 2. C 3. J 4. H 5. D 1. Which of the following questions is NOT answered by the information in the passage? F. Has the narrator ever walked around inside Eugene’s house? G. What hobby or interest do Eugene and the narrator share? H. What makes Eugene’s house different from other houses on the block? J. What careers other than teaching has the narrator considered pursuing? 2. The narrator draws which of the following comparisons between the old couple and Eugene’s parents? A. The old couple were more socially outgoing and had many more friends than Eugene’s parents. B. Eugene’s parents are just as interested in tending the lawn and flowers as the old couple were. C. Eugene’s parents are less nurturing of each other and spend less time together than the old couple did. D. Just like the old man and old woman, both of Eugene’s parents appear to have jobs outside the home 3. According to the narrator, which of the following statements was true about Eugene at the moment when she first talked to him? F. Due to the size of the school, he had not even noticed the narrator until she started talking to him. G. He had searched unsuccessfully for the narrator’s locker several different times and had been too shy to ask someone where it was. H. He had first noticed the narrator in study hall but had been uninterested in her until she introduced herself. J. He had apparently taken notice of the narrator at school and had come to like her but felt nervous about introducing himself. 4. The narrator most nearly portrays her parents’ dreams as: F. close to being realized because of her father’s good job. G. somewhat uncommon among the other residents of the family’s building. H. ones she has heard about many times but that seem far off and remote to her. J. ones she shares with her parents and longs to fulfill. 5. The narrator claims that she felt close to the old couple because she had: A. listened in on so many of their conversations over the years. B. helped take care of the old woman’s flowers after the woman’s husband had died. C. been able to watch them as they moved through their entire house. D. regularly observed them during their mealtimes. What’s Next? Want more ACT Reading skills articles like this one? Start with our vocab-in-context article - more will follow over the next few weeks. Not sure what the best way to approach ACT Reading passages is? Read our article and figure out which one is right for you. Where can you find official ACT practice tests to hone your newly-acquired knowledge on? We can help you – go to our complete list of official ACT tests. Thinking you need more structured help to master little picture questions? Maybe a test prep platform customized to you is the answer for you. Try PrepScholar risk-free for five days! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Overview of Second Century Christianity Essay Example | Topics and Well Written Essays - 1500 words

Overview of Second Century Christianity - Essay Example One of great import was the communicatio idiomatum. What were the scriptures and how were they to be interpreted and understood was such a vital question. Many solutions were being out forward and the church fathers of this period had had to propose and refute. The senses of scripture emerged and became part of interpretive strategy but not without their own specific problems. The influence of the Greek and platonic times were still evident in society and was making their impact felt even in the Christian faith. Gnosticism would emerge and be dealt with but never with complete success. The church continued to grow and with the passing of time the various councils began to play a critical role in the defense of authentic faith, and the role of liturgies would become invaluable. Christianity, which started as a first century Jewish cult spread rapidly over the Greco-Roman world. Its early period can be divided into two definite phases. First is the apostolic period. The Post Apostolic period stretched from the late first century until the Council of Nicaea in 325. The area of our focus namely the 2nd century fits into the Post Apostolic period. This was also known as the Ante Nicene period. ... Pauline Christianity and Gnostic Christianity flourished. This century presented challenges to the church fathers in terms of persecution, doctrinal conflicts other than the very challenge of authoritatively and resolutely continuing the great commission in the absence of the apostles. What was the need for communicatio idiomatum? One of the functions of Bishops during this period was to refute heresies. These heresies were largely Christological. They had a problem understanding the mystery of Christ being divine as well as human. For instance Docetism believed that Jesus’s humanity was an illusion, which was refuted by Ignatius of Antioch in AD 110. â€Å"Many groups were dualistic, maintaining that reality was composed into two radically opposing parts: matter, usually seen as evil, and spirit, seen as good. Orthodox Christianity, on the other hand, held that both the material and spiritual worlds were created by God and were therefore both good, and that this was represen ted in the unified divine and human natures of Christ.†1 These arose due to the mystery of Christ. Theologians assign the name mystery to revealed truths that are beyond the power of natural understanding. The earliest of Christians grappled with the mystery of the nature of Christ and the Gnostics of the 2nd century had a real issue with this. The fact that one person can have two natures is problematic. Terminology is a culprit. There is terminology for being divine and there is terminology for being human but no terminology for being both at the same time. Theological language of that day was insufficient for this purpose. The easiest of explanations is to say that he sometimes acted as a human and

What Impact Have Successful Women Made In The U.S. Hospitality Thesis

What Impact Have Successful Women Made In The U.S. Hospitality Industry As Leaders - Thesis Example Due to its unique nature of activities and the high customer interaction, the expectations from the employees are very different from other industries. This in turn imposes different demands on the leaders and managers. Before proceeding ahead, it is very important to understand the concept of leadership and leadership styles practiced by the managers and supervisors. Leadership in very simple words is the act or process of influencing others to behave in particular ways that would enable them to achieve their common goals. A very important fact to notice here is that leadership is not restricted to the top level management, a leader can be found in any place of the organization. Leaders have many responsibilities ranging from arranging the work environment to removing obstacles in the way of success. This also includes support and guidance for the followers. They may use power or persuasion to achieve these tasks. This essay will start with a discussion of the increasing role of fem ales in this industry, followed by an analysis of the hospitality industry and the upcoming challenges. Further, we will highlight the practices, styles and aspects of leadership with their application to the hospitality industry. This will include a thorough analysis of the different theories of leadership. In the end, a conclusive statement will reinforce the findings of this work (Ryan, 2009). Increasing Role of the Females At present, even in the developed part of the world, the women are underrepresented in the management position and their leadership initiatives are not taken seriously by their male counterparts. However, as the time is passing by, the importance of leadership characteristics, more common in females are being appreciated and this makes them more suitable for leadership positions in certain industries. Hospitality is one of these industries and this has resulted in this sector witnessing a tremendous change as more and more women graduate with diplomas and degr ees in hotel management and join the workforce. This fact clarifies the concept that though both the genders despite having many similarities in their leadership style have certain subtle differences that have high degree impact. These differences are usually due to the inbuilt nature of both the genders. A very simple example of this fact is that women desire clear and open communication which leaves no space for confusion. They are therefore, known to prefer contingent reward leadership style. Contemporary Challenge One of the major most challenges of the hospitality industry at present is that of providing consistent services. Although many of them have a standard procedure for the recruitment of their staff, inconsistency in the quality of front line employees exists. The right form of leadership at the right place can help reduce this problem to a great extent. Importance of a Correct Leadership Approach Other then improving the service quality another important aspect of corre ct leadership is based on the popular saying that states that â€Å"people do not leave their jobs, they leave their managers†. This shows the importance of the role of leadership. A huge amount of money is spent on the recruitment and training of individual. According to one source on an annual basis it is up to ?866 million alone in the hospitality industry. Therefore, it is very important to control the turnover rate in order to secure the company against any negative, financial consequences. Here, another point to highlight is that, correct leadership is required at all levels of an organization and not just the top level. A generalization indicates that there are three major levels at which it is crucial. These

Community Policing Essay Example for Free

Community Policing Essay 1. Explain the concept Total Quality Management (TQM) and give examples of each stage of the process (Lesson Two Notes and Internet Research). TQM is a structured approach to organizational management. It entails several steps to identify, assess and implement solutions to problems. The first step is to identify a problem: This could be a patient complaint or an internal process that is not working. The next step would be to assess any needed corrective action. This is done through teamwork and collaboration by brainstorming on how the complaint can be resolved or what part of the process is not working. The questions to ask are; how can we improve? Additional steps are implementing the new process and checking the quality to see if it is actually an improvement. This is done through feedback, surveys and visual observance. 2. How is the nature of crime changing? What types of crimes do you feel we will have to deal with in the future, possibly some that we presently do not deal with? Crime has been changing in numerous ways. With the internet, to name a few, there are crimes of fraud, identity theft and hackers using spam and viruses to steal information and funds. Bank robberies are occurring online and criminals are avoiding the risk of getting caught by robbing them in person. New drugs are manufactured or smuggled into the US constantly and law enforcement is not able to keep up. With the advancements of electronic technology, I foresee many crimes being committed against people who use electronics solely for protecting their home, investments, etc. Hackers will be able to bypass any home security system and gain entry through electronic means. We will no longer be safe in the fortress we thought was solid. Another crime that has the potential to escalate is the creation and selling of coins simila r to bitcoins. Because they are relatively new, people don’t know much about them and take a risk in investing in them. I can visualize fraud and Ponzi type crimes as a result. 3. Explain what is meant by the title of Chapter Two: Engaging in a Changing Society. Be sure to give examples. Actually the title is â€Å"Partnerships in a Changing Society† and discusses the relationship between the community and police as times change. This includes a number of concepts like; communitarianism, in which a community is given the rights and responsibilities to take care of itself by  developing community watches, preventing drug dealers from selling in their neighborhoods; social capital, which is a form of bonding between the community and its individuals, like churches and schools. And last but not least there are volunteers who provide an invaluable service to the police free of charge. These services range from fundraising to helping out in soup kitchens. 4. How does the traditional police organization contrast with the community problem solving strategy of community policing? There are several ways traditional policing contrasts with COPPS. Initially, the government was solely responsible for ensuring laws were enforced while now, both the public and police work together to prevent crimes. In the past, issues important to the police were not important or not taken seriously by other public service departments. In today’s policing, they all assume some responsibility in trying to improve quality of life. Crimes that netted high values were the focus of law enforcement while now, crimes that disrupt a citizens way of like and is of concern has become the focus. These are but just a few ways the two contrasts. 5. How can government most effectively expand its commitment to customer service? Currently, the government has offered services online as well as post updated information to be reviewed by the public. These include; calls for services as some police departments, sheriff’s departments share information about sex offenders in the area as well as arrests and police reports on a daily basis. By providing this type of information to the public, it shows the government as being a willing participant in an effort to protect our communities.

Global Communication :: International Relations Global Essays Papers

Global Communication In chapter 14 on his book Global Communication in the twenty-first century, Stevenson focuses on the topic of persuasive communication. He presents a brief analysis of propaganda, or using his term, public diplomacy, making reference to the United States Information Agency (USIA). He also speaks about advertising highlighting that international advertising is increasing. Stevenson refers that the new global communications systems are efficient tools for governments and economics sectors to reach and influence public opinion, I suppose that it is understood that always communications systems have been efficient to influence people. It is much what scholars have writing about persuasive communication and it is much what we have read about this. Stevenson just presents a compact information with different examples which permit illustrated the topic. In the formation of stereotypes, influence in the self-identity and the role of the media in this process, an example comes to my mind. The refuse of the â€Å"stigma† of being Indians, commonly seen in many countries of Latin America. At this respect, Carrasco in a study about Indians migration in Ecuador points out that they â€Å"change their clothes in the bus terminal bathroom in Riobamba, in order to arrive in Guayaquil without seeming Indians.... They return talking like costeà ±os, and some refuse to speak Quechua even in the local community† (Carrasco, 105). Obviously, in this case, this comportment not only responds to an impact of the media over this people, in fact, many of them do not have a direct relation with media. Other factors like history, socio-economic relations, believes and culture are probably much more important than the portrayal of the Indians in the media, nonetheless, it is important to mention how media contribute. We could allege Mexican good selling TV novelas or soap operas, with large acceptancing among audience in Ecuador and other Latin American countries, Indians roles here are poor and with a lack of values. Probably a better example is a disgusting but popular series called â€Å"La India Maria†, where the protagonist is a dumb, dirty and poor Indian woman. The latter produced by â€Å"Televisa† in Mexico. In relation with this program and attending critics from some sectors of the audience, Televisa president, Emilio Azcarraga, said â€Å"to educate is a task of the government and not of Televisa†. Personally I think that for good or bad, nobody has influenced the formation (or disformation) of today Mexican minds as Televisa and Azcarraga family.

My Dream House

My dream house is simply unimaginable. The home I desire is most beautiful and great in splendor is like a dreamland. A. The exterior of my home has great large beams trimmed in gold. There is a large picture window that covers the lower portion of the house. B. The home has high ceilings and large windows all through out the home. C. It sits on top of one acre of beautiful rolling hills and meadows. 1. There is a beautiful garden in the backyard with a large pond. 2. There is also a huge deck, perfect for picnics and other social gatherings. II. The Front Exterior D.As you walk up the cobblestone walkway, the first things you see is two large beams trimmed in gold. E. Just behind the beams sit a set of gold French style double doors that give entrance into the elaborate home. III. Interior F. As you enter into the foyer, you encounter a large marble of sculpture of Eve that sits in the center. G. Directly behind the sculpture sits a grand staircase that leads to the second level of the home. H. Just to the left is a beautiful family room, perfect for family gatherings. I. To the right there is a dining room that seats more than ten people. . There is a cherry wood table seated in the middle of the room with matching chairs 4. Above the table hangs an elaborate crystal chandelier. J. In the dining room, there is a doorway that gives access to the huge kitchen. 5. In the center of the kitchen sits an island. 1. On the granite top of the island is a stove with six burners and a grill 2. Off to the left sits a double oven. 3. Next to the oven, there is a huge refrigerator. 4. In the corner sits a breakfast nook surrounded by windows that overlooks the beautiful hills and meadow.This is where most meals will take place. K. As you walk up the grand staircase and walk down the hallway, you’ll past four bedrooms before reaching the master bedroom. 6. When walking into the bedroom, you notice the California Kind sized bed. 7. Just past the bed sits huge sliding door that open onto the balcony that overlooks the beautiful views. 8. Walking back into the bedroom, to the right there is the master bathroom. 5. Walking into the bathroom you notice the heated marble floor. 6. Inside the bathroom there are his and her marble sinks. . Across from the sinks sit a huge standing marble shower with glass doors. 8. Also in the bathroom is a separate Jacuzzi style bathtubs. IV. Exterior: Back yard L. Right outside the back doors is a patio. On the patio sits a bar and a built in grill. M. In the backyard there is an Olympic sized pool. Surrounding the pool are beach chairs. N. Further back, there is a garden and a large bond. V. Conclusion O. Now that I have describe in great detail to you my dreamland, I hope that you all will come visit me when my dreamland becomes a reality. My Dream House My Dream House Everyone must hope they will have a dream house. The dream house can keep them In the condition they wanted. In my mind, I hope that my dream house Is far from main city and industrial area due to I like quiet environment. I also like fresh air around me. Every day I can woke up by the sound of birds and see them perched in the branches if the trees. Inside the house will be a big, spacious hall. Will decorate the walls of the hall with paintings like green color and more.I always feeling relax and serene In the house. The day light is essential. In my living room must have some big windows so I will not feel too hot when I am sleeping. A study room Is exist certainly. It can be small, In there, I write read books and doing my homework. I hope this room is quiet so I can calm and attentive to do the things. And in my bedroom is painted with my favorite color, light green, it represents feelings if harmony and peace feature for me.I will place in a bookshelf in the room . The bookshelf is occupied by all my favorite books. The house outer design will be a calm and open environment. There must have a large open space and planted many trees and flowers. I think the outer decoration looks ordinary enough and have some small and beautiful gardens. If can, I hope it will have a clear river near my house, I also want to rear some pets like rabbit, dog, owl, birds and squirrels.I will provide foods and shelters for them because my gardens have enough space. It should be a green house beside my house. I would grow own vegetables, tomatoes, chilies, eggplants and more. The design and the location of our house usually will affect our mood. Dream house would reflect our feelings, thoughts and personality. If we live In a place close to the serenity of nature, our minds. Bodies and splits will be filled with positive energies. My Dream House My dream house is simply unimaginable. The home I desire is most beautiful and great in splendor is like a dreamland. A. The exterior of my home has great large beams trimmed in gold. There is a large picture window that covers the lower portion of the house. B. The home has high ceilings and large windows all through out the home. C. It sits on top of one acre of beautiful rolling hills and meadows. 1. There is a beautiful garden in the backyard with a large pond. 2. There is also a huge deck, perfect for picnics and other social gatherings. II. The Front Exterior D.As you walk up the cobblestone walkway, the first things you see is two large beams trimmed in gold. E. Just behind the beams sit a set of gold French style double doors that give entrance into the elaborate home. III. Interior F. As you enter into the foyer, you encounter a large marble of sculpture of Eve that sits in the center. G. Directly behind the sculpture sits a grand staircase that leads to the second level of the home. H. Just to the left is a beautiful family room, perfect for family gatherings. I. To the right there is a dining room that seats more than ten people. . There is a cherry wood table seated in the middle of the room with matching chairs 4. Above the table hangs an elaborate crystal chandelier. J. In the dining room, there is a doorway that gives access to the huge kitchen. 5. In the center of the kitchen sits an island. 1. On the granite top of the island is a stove with six burners and a grill 2. Off to the left sits a double oven. 3. Next to the oven, there is a huge refrigerator. 4. In the corner sits a breakfast nook surrounded by windows that overlooks the beautiful hills and meadow.This is where most meals will take place. K. As you walk up the grand staircase and walk down the hallway, you’ll past four bedrooms before reaching the master bedroom. 6. When walking into the bedroom, you notice the California Kind sized bed. 7. Just past the bed sits huge sliding door that open onto the balcony that overlooks the beautiful views. 8. Walking back into the bedroom, to the right there is the master bathroom. 5. Walking into the bathroom you notice the heated marble floor. 6. Inside the bathroom there are his and her marble sinks. . Across from the sinks sit a huge standing marble shower with glass doors. 8. Also in the bathroom is a separate Jacuzzi style bathtubs. IV. Exterior: Back yard L. Right outside the back doors is a patio. On the patio sits a bar and a built in grill. M. In the backyard there is an Olympic sized pool. Surrounding the pool are beach chairs. N. Further back, there is a garden and a large bond. V. Conclusion O. Now that I have describe in great detail to you my dreamland, I hope that you all will come visit me when my dreamland becomes a reality.

Provide information and advice to young people Essay

1.1 – explain the importance of providing accurate and up to date information and advice to children and young people 0/3 The importance of up to date and accurate information and advice to the young people we care for is crucial, more so for the young people we are catering for as their behavioural needs are of a demanding nature and they need clarity when asking questions, to be able to give clean consice answers and asking the young person to repeat what was said to clarify helps de-escalate situations, puts young peoples minds at ease and also promotes trust in that adult. If we provide information that has been superceeded then we are undermining ourselves, eg: â€Å"child A you cant go to the city on your own as you haven’t completed any form of independent trip and it wouldn’t be safe† and then finding out that it had been agreed that going into the city would be the first step for their planned independence but you haven’t been told due to lack of communication. This then has a huge impact on that relationship with that child. They don’t feel that you care because you didn’t know about the plan, they think that your untrust worthy and change your mind. All of this can be avoided with being able to effectively communicate and provide to the young people up to date advice and information. The same priniciple applies when dealing with things like medical issues, some adults in the home may have some medical training but if they speak out of turn and try and diagnose or offer advice which is no longer relevant they they too could damage their relationship although having said that I have been quite negative the positives to providing up to date information and advice are the polar opposites, they help build firm relationships based on trust and acknowledgement of need and desire to help, belief in what you are saying and trying to do. The positives of providing up to date advice and information cannot be over looked in dealing with young people with behavioural difficulties and attachment disorde rs. 1.2 – explain the role of practitioners in providing impartial information and advice to children and young people 0/3 As a practioner in a young peoples care home I have a role of providing impartial adice to the young people, I can do this by offering support to them in making informed choices about areas that they are worried about or need more advice, I also have to look at whether they would be safe from explotation and explore this area with them, supporting them in preparation for employment; helping them create CV’s, running mock interviews for jobs, helping them wear appropriate dress and have good person hygiene. I as a practioner also need to make sure that I can send a young person the right direction or have them read the meterphoical sign posts that I give so that they can seeks upport for personal issues and relationship advice, through the use of our in house systemic therapists, the LAC nurse visits, legal aid and advocacy. As a carer in this role I need to support the young person in their own personal saftey. 2 – Establish and address the information and advice needs of children and young†¦ 2.1 – encourage the participation of and engagement with children and young people to establish their information and advice needs 0/3 I currently am supporting a young girl in the care home to take an active role in establishing her information and need for advice, I am able to do this by providing her with details of professionals; Doctors, opticians, dentists and general health care professionals. I encourage her in making her appointments, keep an accurate record and use that information to inform others and make arrangements, this is most recently been on show as I wanted her to have her immunistations completely up to date. This involved a long conversation with her about what she has had and what she is missing, this then lead to a trip to the doctors to get a print out of what she needed and where she could organise getting them, we then sat together and made phone calls and arranged dates for her to have the update jabs, this was then passed onto the duty care manager in the house who would write it in the house diary. This support and encouragement for getting things right shows that you have confidence in that young person and believe that they know what they are doing and you trust that. The encouragement for seeking advice comes to me within my working practice on a more personal level for the young people, I actively encourage and advise them to partake in restorative  meetings when nessecary and to seek out the support and advice from our in house therapists. Currently the young person that I work closely with has refused to speak about seeing a therapist, even just for a general conversation and when the in house therapist is in she avoids them as much as possible even exiting a room as they enter. On the opposite side though she has struggled with restorative meetings in the apst but now can understand the need for the process and actively welcomes it. We can also see that because of the investment in restorative practice that her behaviour has improved allowing her to fully involve herself in her educational studies, taking ownership of completing her BTEC food course and gaining certificates, seeking out for herself suitable work experience, taking active steps to create a better enviroment by working in the house garden and creating her own health and fitness rountines; going for walks in the morning. 2.2 – select information from appropriate sources that will best meet the needs of the young person 0/3 As carers in the house we have a responsibility to provide appropriate souces that will best meet the needs of our young people, we can do this by placing in the house college prospectus’ as this inspires a future and that we have placed certain colleges information around that we know that the young people can achieve this, we also can place information on their in house computers, CV builders, career planning software, connexions type websites on their bookmarks on the internet. We also need to be inclusive in what we provide so that we have information that can be accessed by young people with physical or sensory needs, or different languages, these are tailored to those children specficially and left in places that those children tend to spend lots of time, this could be having a prostectus in brail for a young person who has a visual impairment. We as an organisation need to also have a selection of information avaliable for the young people that will meet their needs, we have a contacts folder sitting in the house that has numbers for our local police community support officers, dentists, opticians, local places for Saturday job poteintial etc. This set of information is taken to meetings with the care team and the managers meetings during the week and is updated to meet the specific needs of our  young people 2.3 – verify the accuracy and currency of information before presenting it to the young person 0/3 We as carers need to make sure that the information that we provide is accurate and current, there is no point putting an information booklet about whats up and coming in our area when its two years out of date, as responsible adults all information that is avaliable to the young people needs to be accurate and current, this stops disappointment and the possibility of negatvie behaviours being presented due to not being able to do what they want. We can also see the need for accurate information when we are offering phone numbers for things like doctors, the need to provide the young people with accurate and current information about their savings in the bank, their trust fund at the house, their day to day activity money, clothing budgets and toiletries budget. We actively encourage the young people to take ownerhsip of these and encourage a regular meeting to discuss these so that the young person is kept as up to date as possible. This as they leave the care home comes more appare nt as we woud look at what current benefits if any the young person would be entitled to and how they would claim those, providing accurate records of transactions, pay slips etc. 2.4 – explain approaches to managing situations when the child and young person’s choices are different to those of their carers 0/3 When approaching situations when the young persons choices are different to those of us as carers we need to be able to demonstrate good listening skills and encourage the young people in our care to give an explanation for their choices, supporting these if the explanation holds but also offering realistic and proprotianal alternatives when their explanation doesn’t make sense etc. We as responsible adults who value the input from the young people have to mediate between the two ideals from young person to carer and use this to come up with a defined plan. This will also lead to us as carers having to diffuse heated situations either between us and the young person or between the young person and a peer, these situations then provide a good basis for restorative meetings, which shows the young people their growth in negotiation and diplomacy. We as carers through the use of positive intrigue  can almost sign post our young people to areas for relevant support and informatio n to gain what they need for what they are aiming for.

The Physics of Skateboarding essays

The Physics of Skateboarding essays With only a 2x4 on roller skate wheels, skateboarding started in the early 50's. Back then skateboarding was only riding downhill from point A to point B. With the help from physics, the hobby of skateboarding has changed into a worldwide sport. The physics in this growing sport has created a change for a better design and materials. With the knowledge of physics and better skateboards, the new breed of skaters now use many different tricks while on the street, in a skate park, or on the vert ramps. It may seem that some of those tricks are breaking the rules of physics, but the skaters are only using them for their advantage. To understand, you will need to know a few terms. First, you will need to know the anatomy of the skateboard. The deck is board itself, usually made from maple. On the deck, there is grip tape. The grip tape is sandpaper on the board which helps to create friction between the skater and the deck. Trucks are the axles that connect the wheels to the deck. The nose is the front truck and the tail is the back truck. The wheels are the last part of the board which come in a range of sizes for different people's needs. The basis to most skateboarding tricks in the Ollie. When a skateboarder Ollies, he or she is using a jumping technique that physics has shown us. This trick happens when the skater is tapping the tail on the board on the ground and can jump in the air with the board. It may look like the board is attached to the skaters feet, but what is really happening is that the skateboarder is pushing down on the board. This is called the Paradoxical Maneuver, which is the rotation around multiple axes. There are three forces acting on the board during the ollie trick. The first force is the weight on the rider on the board. The second force is the gravity acting on the board. The third force is of the ground pressing up on the skateboarder. After these three forces li ...

B-25 Mitchell in World War II

B-25 Mitchell in World War II The evolution of the North American B-25 Mitchell began in 1936 when the company began work on its first twin-engine military design. Dubbed the NA-21 (later NA-39), this project produced an aircraft that was of all-metal construction and powered by a pair of Pratt Whitney R-2180-A Twin Hornet engines. A mid-wing monoplane, the the NA-21 was intended to carry a payload of 2,20o lbs. of bombs with range of around 1,900 miles. Following its first flight in December 1936, North American modified the aircraft to correct several minor issues. Re-designated the NA-39, it was accepted by the US Army Air Corps as the XB-21 and entered into competition the following year against an improved version of the Douglas B-18 Bolo. Further altered during the trials, the North American design proved to have consistently superior performance to its competitor, but cost significantly more per aircraft ($122,000 vs. $64,000). This led to the USAAC passing on the XB-21 in favor of what became the B-18B. Development Utilizing the lessons learned from the project, North American moved forward with a new design for a medium bomber which was dubbed the NA-40. This was spurred on in March 1938 by USAAC circular 38-385 which called for a medium bomber capable of carrying a payload of 1,200 lbs. a distance of 1,200 miles while maintaining a speed of 200 mph. First flying in January 1939, it proved under-powered. This issue was soon remedied through the use of two Wright R-2600 Twin Cyclone engines. The improved version of the aircraft, the NA-40B, was placed into competition with entries from Douglas, Stearman, and Martin, where it performed well but failed to secure an USAAC contract. Seeking to take advantage of Britain and Frances need for a medium bomber during the early days of World War II, North American intended to build the NA-40B for export. These attempts failed when both countries elected to move forward with a different aircraft. In March 1939, as the NA-40B was competing, the USAAC issued another specification for a medium bomber requiring a payload of 2,400 lbs., range of 1,200 miles, and a speed of 300 mph. Further revising their NA-40B design, North American submitted the NA-62 for evaluation. Due to a pressing need for medium bombers, the USAAC approved the design, as well as the Martin B-26 Marauder, without conducting the usual prototype service tests. A prototype of the NA-62 first flew on August 19, 1940. Design Production Designated B-25 Mitchell, the aircraft was named for Major General Billy Mitchell. Featuring a distinctive twin tail, early variants of the B-25 also incorporated a greenhouse-style nose which contained the bombardiers position. They also possessed a tail gunner position at the rear of the aircraft. This was eliminated in the B-25B while a manned dorsal turret was added along with a remotely operated ventral turret. Around 120 B-25Bs were built with some going to the Royal Air Force as the Mitchell Mk.I. Improvements continued and the first type to be mass-produced was the B-25C/D. This variant increased the aircrafts nose armament and saw the addition of improved Wright Cyclone engines. Over 3,800 B-25C/Ds were produced and many saw service with other Allied nations. As the need for effective ground support/attack aircraft increased, the B-25 frequently received field modifications to fulfill this role. Acting on this, North American devised the B-25G which increased the number of guns on the aircraft and included the mounting of a 75 mm cannon in a new solid nose section. These alterations were refined in the B-25H. In addition to a lighter 75 mm cannon, the B-25H mounted four .50-cal. machine guns below the cockpit as well as four more in cheek blisters. The aircraft saw the return of the tail gunner position and the addition of two waist guns. Capable of carrying 3,000 lbs. of bombs, the B-25H also possessed hard points for eight rockets. The final variant of the aircraft, the B-25J, was a cross between the B-25C/D and the G/H. It saw the removal of the 75 mm gun and the return of the open nose, but the retention of the machine gun armament. Some were built with a solid nose and an increased armament of 18 machine guns. B-25J Mitchell Specifications: General Length: 52 ft. 11 in.Wingspan: 67 ft. 6 in.Height: 17 ft. 7 in.Wing Area: 610 sq. ft.Empty Weight: 21,120 lbs.Loaded Weight: 33,510 lbs.Crew: 6 Performance Power Plant: 2 Ãâ€" Wright R-2600 Cyclone radials, 1,850 hpCombat Radius: 1,350 milesMax Speed: 275 mphCeiling: 25,000 ft. Armament Guns: 12-18 Ãâ€" .50 in (12.7 mm) M2 Browning machine gunsBombs: 6,000 lbs. max. or 8 x 5 rockets 3,000 lbs. bombs Operational History The aircraft first came to prominence in April 1942 when Lieutenant Colonel James Doolittle used modified B-25Bs in his raid on Japan. Flying from the carrier USS Hornet (CV-8) on April 18, Doolittles 16 B-25s struck targets in Tokyo, Yokohama, Kobe, Osaka, Nagoya, and Yokosuka before flying on to China. Deployed to most theaters of the war, the B-25 saw service in the Pacific, North Africa, China-India-Burma, Alaska, and the Mediterranean. Though effective as a level medium bomber, the B-25 proved particularly devastating in Southwest Pacific as a ground attack aircraft. Modified B-25s routinely conducted skip bombing and strafing attacks against Japanese ships and ground positions. Serving with distinction, the B-25 played key roles in Allied victories such as the Battle of the Bismarck Sea. Employed throughout the war, the B-25 was largely retired from frontline service at its conclusion. Though known as a forgiving aircraft to fly, the type did cause some hearing loss problems among crews due to engine noise issues. In the years after the war, the B-25 was used by a number of foreign nations.

Criminal Law involuntary manslaughter; corporate homicide Essay

Criminal Law involuntary manslaughter; corporate homicide - Essay Example Corporate crimes have been and still continue to be in existence in all the organizations across all sectors and yet, until now, there hasnt been any statutory regulation that prohibits companies from indulging in such crimes and holds them accountable for any damage to an individuals life. Until now companies were required by law to pay civil damages in the form of compensation or fines as a gesture of acknowledgement of the loss suffered by the aggrieved party. However, considering the widespread existence of incidences of corporate manslaughter there is an urgent need for law to implement policies and legal restrictions on corporate organizations that act as a deterrent and help in preventing and controlling such crimes to a significant extent. This paper on Criminal law attempts to study, analyze, investigate and discuss various aspects related to corporate homicide and corporate manslaughter in reference to the recent Corporate Manslaughter and Corporate Homicide Act, 2007. Recently, in the U.K. a new act called the Corporate Manslaughter and Corporate Homicide Act, 2007 has been passed with an intention of transferring additional liability on the organizations and in turn safeguarding the interests of the society as a whole by preventing and controlling corporate misbehavior. The new bill on Corporate Manslaughter and Corporate Homicide, intends to bring companies and other similar corporate bodies in England and Wales under corporate jurisdiction, to be tried and prosecuted for misconduct and negligence towards duties, which leads to a death of any individual working for such organizations, in the same manner as any individual who is charged with criminal offence. The bill once passed would allow the prosecution of corporate entities for breach of health and safety laws in the specified regions1. There has been widespread